Education Didactic Principles Dresden, September 2017 Term - - PowerPoint PPT Presentation

Didactics of Engineering Education Didactic Principles

Fakultät Erziehungswissenschaften Institut für Berufspädagogik und Berufliche Didaktiken

Dresden, September 2017

„Didactic Principles“ / Dr. phil. Steffen Kersten

Term „Didactic Principle“

Theory ry

• describes, explains and prognoses

System of assured statements laws

Meth thod

• d
• directs and regulates human thought and action

System of rules, principles, advices

„Didactic Principles“ / Dr. phil. Steffen Kersten

Term „Didactic Principle“ PRINCIPLE latin leading basic idea

• Principles for lesson design, beads on laws or coherences almost

like laws or systematised experiences

• Presents/opens up spac

ace e for thought ughts and action

• n for the teacher

her

• is valid for all forms/types of vocational lessons/learning/ instruction
• depicts coherence of arguments in the design of vocational

lessons/learning/ instruction (descriptive function)

• have an effect on orientation, performing of tasks and evaluation of

results/outcomes without determining them (regulative function)

„Didactic Principles“ / Dr. phil. Steffen Kersten

Functions of Didactic Principles Descriptive Funktion  Theoretical Didactic functions describe explanatory contexts in Design of professional instruction. Regulative Funktion  Methodological Didactic functions act regulative on orientation, execution and control of teacher acts

„Didactic Principles“ / Dr. phil. Steffen Kersten

Term „ Didactic Rule“ Didactic Rules

• special regulative indications, which go into detail on the

implementation and correct application of the didactic principles

• refer to concrete situations

Influ luence ence factors tors of

• f enginee

gineering ing education ucation

Folie ie 6

econ

• nomy
• my

science ience soc

• cie

iety ty le learn rner er

structur tures es in produc uction tion and service ice matter ers of resear earch and resear arch h methods

• ds

in engi gineeri neering ng sciences iences idea a of man in society iety individuals ividuals with needs ds professional essional work demands ands on labour

• ur

development elopment of techniques hniques and technology hnology cogniti nitions

• ns of psychology

hology

demands on engineering education relating to objectives and organization

social ial needs ds and social ial values ues

Vorlesung „Didaktische Prinzipien“ / Dr. phil. Steffen Kersten

Ausgewählte didaktische Prinzipien Education effectiveness Academic approach Methodology and systematology Comprehensibility Clearness/Illustration Activity and autonomy Work process reference

Theory of long waves in the economy according to Kondratieff

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic Principle of Education effectiveness nonage is the inability to use of the own understanding without direction from another person. (I. Kant)

From the convenience to be nonage

„ Enlightenment is man's emergence from his self-incurred nonage...“ Immanuel Kant 1784

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic Principle of Academic Approach Academic approach of teaching is, to teach objectively truth in his system for the acquisition of the vocation. Academic approach of teaching requires to develop methods and techniques of his professional field and of learning

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic Principle of Methodology and Systematology Methodology of teaching means to teach purposefully on the basis of curricula and other instructions as well as orders. . Systematology of teaching means to arrange the particular academically proven considering methodology in an entirety.

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic Principle of Comprehensibility Teaching in a comprehensible way means to design learning conditions for the students, that they can acquire the learning objects with reasonable effort. Deve velopm lopmen ental al Psyc ycho hologic logical al Justif stifica ication ion Motiva ivation ion Psyc ycho hologic logical al Jus ustific ificat ation ion Did idac actic ic cons

• nsequence

quences

„Didactic Principles“ / Dr. phil. Steffen Kersten

Theory of intellectual development according to PIAGET Developmental Psychological Justification

Mental development takes place in a balanced ratio

• f assimilation and accommodation.

In the process of assimilation external instructions be brought in accordance with the internal structures The mental accomodation is the opposite movement towards assimilation. It consists in the variation of the individual and its inner structure by reality. (vgl. Furth, H.G.: Piaget für Lehrer.- Düsseldorf 1973, S.29)

„Didactic Principles“ / Dr. phil. Steffen Kersten

Assimilation Admission of new experiences Contradiction-free integration of new experiences in the own knowledge structure (Act schemes) Accomodation Admission of new experiences Changing the internal structure, for consistency with the new experiences Contradiction-free integration of new experiences in the own knowledge structure (Act schemes) If necessary, modification of the new experience, for consistency with its own knowledge structure

Developmental Psychological Justification

„Didactic Principles“ / Dr. phil. Steffen Kersten

Motivation Psychological Justification Theory of achievement motivation by ATKINSON (Risk choice model)

task difficulty

Achievement motivation

Claim, appeal of the task probability of success moderate tasks

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic rules of the principle of comprehensibility Didactic Consequences

Move from Known to Unknown from Simple to more Complicated from Near to more Remote from Easy to more Difficult

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic Consequences Didactic Simplification

Disciplinary scientific knowledge structures e.g. Engineering, Medicine, etc. Vocation-related knowledge structures

Transformation

Folie ie 18 18

System tem of scientif entific ic statements ements of engine neer ering ing sciences iences with profes essiona

• nal relation

ion (Theor

• ries,

ies, laws, hypothes

• theses

es ...) Which h subject ject-mat matter ters of engineer ineering ing scienc ences are usef eful ul as appropr

• priate

iate matter ers of acquis uisition tion for the respec ective ive profes essions?

• ns?

 relation tion to subject ject-matt atters ers of engineer ineering ing sciences iences

subject ubject-mat atter ers of engin gineer eering ing science iences prof

• fes

ession ional al aktivit ivities ies didac dactic ical simpli plific ication ion matter ers of acquisit quisitio ion

System tem of profes essional ional scientif entific ic act regul ulatives atives (Princ ncipl iples es, , methods hods, rules, , procedures edures) System tem of profes essional ional scientif entific ic act standar ndards ds (Directives tives, , standar ndards ds)

Didactic Consequences

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic Consequences Didactic Simplification according to HERING

Didactic simplification of a scientific statement is the transition of a differentiated term or statement (including special characteristics of the object) into a universal term or statement (including validity to the same extent about the same object seen from the same aspect) (Hering, D.: Zur Faßlichkeit naturwissenschaftlicher und technischer Aussagen. Berlin 1959, S.92) Criterion for the legitimacy of didactic simplification

• Academic approach must be preserved
• Transition must be possible without contradictions

(no unlearning/relearning – recently learned matters must be compatible with matters learned a longer time ago)

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic Simplification Ways of didactic simplification

Redemption (elimination) of secondary statements – Example 1 In the stomach, proteins are denatured by the hydrochloric acid (Denaturation means complete loss of structure), and the inactive Pepsinogen is activated to pepsin. The latter splits about 10% of the proteins in smaller polypeptide chains that are now resorbable. Simplification: In the stomach, part of the proteins by chemical processes into smaller Particles decomposed, which can now be absorbed into the blood.  Generic Term

„Didactic Principles“ / Dr. phil. Steffen Kersten

In psychology, the observation, the experiment, the test and the survey are scientific procedures to to win data about an object of research. Simplification: In psychology there are different scientific methods of data collection.

Ways of didactic simplification

Redemption (elimination) of secondary statements– Example 2  Generic Term

Didactic Simplification

„Didactic Principles“ / Dr. phil. Steffen Kersten

Electrical conductivity is possible through electrons, ions, or p-holes. Simplification: Electrical conductivity is possible through moving charge carriers.

Ways of didactic simplification

Redemption (elimination) of secondary statements– Example 3  Generic Term

Didactic Simplification

„Didactic Principles“ / Dr. phil. Steffen Kersten

Indicative redemption (elimination) of secondary aspects/ Partial statements – Example 1 Causes for the development of liver cirrhosis can be a chronic course of hepatitis B or hepatitis C virus infection, autoimmune hepatitis, congenital metabolic diseases (Wilson's disease, pigment cirrhosis), biliary disease or toxic injury by ethyl alcohol. Simplification: Among the many possible causes for the development of liver cirrhosis, toxic damage from alcohol in Germany is most common. Essential sub statements are singled out and pointed to the existence of the another parts of statements.

Ways of didactic simplification Didactic Simplification

„Didactic Principles“ / Dr. phil. Steffen Kersten

In the social pedagogical practice, a distinction the methods of the social community work, social group work and individual social casework Simplification The individual social case work represents an important method of social pedagogical practice.

Ways of didactic simplification

Indicative redemption (elimination) of secondary aspects/ Partial statements – Example 2 Essential sub statements are singled out and pointed to the existence of the another parts of statements.

Didactic Simplification

„Didactic Principles“ / Dr. phil. Steffen Kersten

Electrical conductivity is possible through electrons, ions, or p-holes. Simplification Electrical conductivity is caused by electrons in the most cases. There are other charge carriers.

Ways of didactic simplification

Indicative redemption (elimination) of secondary aspects/ Partial statements – Example 3 Essential sub statements are singled out and pointed to the existence of the another parts of statements.

Didactic Simplification

„Didactic Principles“ / Dr. phil. Steffen Kersten

Indicatice Generalisation– Example 1 Speed is the differential of the path over the time Vereinfachung: Speed is the ratio of distance and time. (with uniform movement) Transition to a simplified statement with reference to restrictive features s t V = ds dt V =

Ways of didactic simplification Didactic Simplification

„Didactic Principles“ / Dr. phil. Steffen Kersten

Simplification: Veins carry deoxygenated blood to the heart, that is true only in the body circulation. (Not in the lung circulation) Transition to a simplified statement with reference to restrictive features Indicatice Generalisation– Example 2

Didactic Simplification

Dresden, 15.11.2006 Vorlesung „Didaktische Prinzipien“ / Dr. phil. Steffen Kersten

Exercise: group work 3 members 30 min Find for each method of didactic simplification an example from your subject!

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic Simplification

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic Principle of Clearness/Illustration The didactic principle of clarity is directed on the conscious design of perceptual processes in the classroom.

Clearness is a property of subjective images, which as a result of Perceptual processes arise, if

• The matter of acquisition has pictorial character
• The matter of acqusition allows connotations to matters already learned
• The linguistic elements already known to the learner

„Didactic Principles“ / Dr. phil. Steffen Kersten

Illustration/Visualisation in Process of Acquisition by Representational-abstract Matter of acquisition

• ral description
• f matters of acquisition
• written description
• f matters of acquisition

Graphic matter of acquisition

• self-dependently

experienced reality

• demonstrated reality

Non concrete matter

• f acquisition
• models
• figurative depiction
• schemes

Level of Abstraction Didactic Principle of Clearness/Illustration

Exercise : group work 3 members 20 min Which criteria you have to follow to design a ppt-presentation?

„Didactic Principles“ / Dr. phil. Steffen Kersten

Didactic Principle of Clearness/Illustration